the teacher packet - NC Historic Sites

TEACHER PACKET
The CSS Neuse State Historic Site and Governor Richard Caswell Memorial
commemorates patriot Richard Caswell and the Confederate ironclad Neuse.
The state-operated site is open FREE to the public year-round.
Many of our visitors are school groups.
We want your class to have a well-planned, enjoyable and educational visit.
The CSS Neuse State Historic Site and
Governor Richard Caswell Memorial is administered by the
Division of State Historic Sites
Office of Archives and History
North Carolina Department of Cultural Resources
CSS Neuse State Historic Site
PO Box 3043
Kinston, NC 28502-3043
252-522-2091
www.cssneuse.nchistoricsites.org
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Index
Index…………………………………………………………………………………...1
About The Teacher’s Packet…………………………………………………………...2
About The Visit………………………………………………………………………...3
What to See……………………………………………………………………………..4
More Ideas……………………………………………………………………………...4
NCSCOS Objective Information…………………………………………………….....5
CSS Neuse Story (A) for older students………………………………………………..6
CSS Neuse Story (B) for younger students……………………………………………..8
Diagrams of the CSS Neuse…………………………………………………………...10
CSS Neuse Activities………………………………………………………………….12
Other Suggested Activities…………………………………………………………….21
CSS Neuse Teaching Collection Inventory……………………………………………22
Selected Civil War Bibliography………………………………………………………23
Richard Caswell Story (A) for older students………………………………………….25
Richard Caswell Story (B) for younger students………………………………………27
British Infantry Officer Diagram………………………………………………………29
American Infantryman Diagram……………………………………………………….30
Richard Caswell Activities…………………………………………………………….31
Other Suggested Activities…………………………………………………………….38
Selected Colonial & Revolutionary Bibliography……………………………………..39
Teacher’s Survey………………………………………………………………………40
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THE TEACHER PACKET
We thank you for your interest in the CSS Neuse State Historic Site and Governor
Richard Caswell Memorial, and hope that you find this packet a helpful tool in preparing
your class for a visit to our site. Your comments and suggestions about the packet are
always welcome.
Our site interprets two periods of North Carolina’s history. The life of North
Carolina’s first elected governor, Richard Caswell, is told through exhibits in the Caswell
Memorial building. The career of the CSS Neuse, a Confederate ironclad gunboat, is
presented through a tour of the surviving hull of the vessel. Accordingly, this teacher
packet is divided into two parts, one for each period of history.
The materials in the packet are intended to help you prepare your students for a
visit to the site and reinforce after the visit what they learned on the field trip. There are
story sheets about Governor Caswell and the CSS Neuse, and you will find two story
sheets for each topic. One (Set A) contains more detailed information than the other and
will be more suitable for older and more advanced students. The other (Set B) is written
to be understandable for younger students. You may select the sheets most appropriate
for your class.
Other sheets in the packet have activities such as short answer, matching, and
multiple choice questions, pictures to color, and other types of activities. There are also
sheets with discussion questions, and a bibliography for each topic.
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THE VISIT
To plan a class visit to our site you may call (252) 522-2091 or write to the CSS
Neuse State Historic Site at PO Box 3043, Kinston, NC 28502. You may also email us at
[email protected]. Hours of operation are Tuesday – Saturday from 9 a.m. until 5
p.m. We ask that you give at least two weeks notice before your visit. When scheduling,
please tell us the class grade level, the size of the group, the date and time you wish to
come, the length of time you have available for the visit, and the school’s name and
phone number. Each group will get a tour of the remains of the gunboat. In addition,
when scheduling your visit, you may request a number of demonstrations, including rope
making, quoits (predecessor to horseshoes), spinning and dying, Civil War and
Revolutionary War uniform talks and weapons demonstrations. A tour with
demonstrations will take between one and two hours, depending on the size of your group
and the demonstrations you wish to see.
There are picnic tables at the site if you would like to bring bag lunches. The
Caswell Memorial building was renovated in the summer of 2007 displaying new
exhibits about Governor Caswell and an updated gift shop. We ask that people not bring
food and drink into the building or the boat shelter. Restrooms are also available in the
building.
Since discipline of the group must be the responsibility of the teacher, please
include enough adult chaperones with the group. The site is open year-round, and late
April through May is our busiest season for groups. You will probably have a more
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relaxed visit in the fall or early spring. Students should dress comfortably. The Caswell
Memorial building is air-conditioned, but the tour of the CSS Neuse is outdoors.
WHAT TO SEE
Richard Caswell Memorial Building: You should be aware that because of flooding
from Hurricane Floyd in 1999 our Museum and Visitor’s Center was condemned.
Therefore, we are operating with limited space and cannot handle large groups without
splitting them up. Maximum group size is 100. The gift shop is located in the Caswell
Memorial building, where visitors can purchase souvenirs and books.
CSS Neuse: Groups take a guided tour of the remains of the Confederate ironclad
gunboat Neuse.
MORE IDEAS
Classroom Presentations: A slide program and artifact display can be brought to your
classroom if you cannot visit the site, provided you give at least one month advance
notice.
Living History Programs: Two special events are held annually at the CSS Neuse State
Historic Site. A Revolutionary War encampment is held every year, featuring British
army and colonial militia reenactors, as well as period craftsmen. A Civil War
encampment is held each November, featuring Civil War army and naval reenactors, as
well as period craftsmen. Both living history programs feature historic weapons
demonstrations, including small arms and cannons.
Other State Historic Sites: There are many other state historic sites, all of which offer a
variety of school programs. For more information call the nearest state historic site and
request a Field Trip Planner brochure.
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NC Standard Course of Study Objective Information
The staff at the CSS Neuse strives to every field trip fit into some part of the
NCSCOS. As part of the teacher’s survey at the end of this packet if there are any other
ways that we could incorporate more of the objectives to better help you as a teacher
please let us know. Below the NCSCOS addresses the Social Studies Skill Competency
Goals for K-12.
1.02 - In Narratives
1.04 - In Narratives
2.02 - In other suggested activities
2.04 - Field Trip
2.05 - In other suggested activities
2.06 - In other suggested activities
3.01 - CSS Neuse Activities
3.05 - Field Trip or Teaching Collection or CSS Neuse DVD Program
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THE STORY OF THE CSS NEUSE (A)
Early in the Civil War, the Confederate government started from scratch to build a
navy to defend its coastline and inland waters. Stephen Mallory, Secretary of the
Confederate Navy, was impressed by two warships covered with iron, better known as
ironclads, being introduced in the British and French navies in the decade prior to the
Civil War. As a result of his interest, the Confederacy completed twenty-two ironclad
gunboats before the war ended in 1865. One of these was the CSS Neuse.
Construction of the Neuse began in the fall of 1862 near the small village of
Whitehall (now Seven Springs) on the banks of the Neuse River in eastern North
Carolina. Built mainly of local pine, the Neuse was a flat bottomed, shallow-draft 1 ship
for use in rivers and sounds. The Neuse was 158 feet long and 34 feet wide. In the
midsummer of 1863, workers completed the hull of the ship and floated it downstream
about twenty miles to Kinston to be fitted out with engines, guns, and iron plating. Iron
was in very short supply, so progress was slow. By the spring of 1864, the Neuse was
operational. Workers had installed the engines and boiler acquired from Pugh’s Mill, and
they had installed her two cannons.
On April 22, 1864, the Navy Department ordered the Neuse to assist in
recapturing the town of New Bern. The Neuse began the trip down river, but grounded
on a sandbar after moving only half a mile. The gunboat remained stuck for a month
before the river rose enough to free her. Without naval support, the attack on New Bern
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Draft was the depth of a ship below the waterline. A shallow-draft vessel, such as the Neuse, was able to
operate in water impassable to larger ships.
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failed. When the Neuse was finally free of the sandbar, its crew moved it back to
Kinston.
The Neuse did not see action again until the end of the war. In March 1865,
Union troops marched from New Bern to Goldsboro to meet General William T.
Sherman’s advancing Union army. Confederates under General Robert F. Hoke
defended Kinston. They failed, however, and left the city. Captain Joseph Price,
commander of the Neuse, was ordered to destroy his ship to prevent her capture. The
gunboat steamed down river to hold off the advancing Union forces. As Confederate
forces evacuated the city on March 12, the crew of the Neuse set her on fire and
abandoned ship. As she was burning, an explosion on the ship blew a hole twenty feet
wide in the side of the ship. The crew retreated toward Goldsboro with the rest of the
Confederate forces.
The ship remained at the bottom of the Neuse River until 1961, when three local
men began trying to raise her. They planned to dig dirt and mud from around the old
gunboat and pull it ashore, but the project was larger than they had anticipated. Money
from the city and county governments, as well as other fund raising efforts, was needed
to raise the ship. After several unsuccessful attempts, the gunboat was pulled out of the
river in May 1963. The ship remained on the riverbank for a year until the State of North
Carolina stepped in with funds to relocate and preserve her. In May 1964, the Neuse was
moved to its current location to become a state historic site. Floodwaters from Hurricane
Fran in 1996 forced the gunboat to be moved to higher ground on the site, which was
accomplished in 1998. Then, in 1999, the floodwaters from Hurricane Floyd devastated
Kinston and much of eastern North Carolina, including the CSS Neuse State Historic
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Site. The museum/visitor’s center was destroyed and efforts are currently underway to
build a new CSS Neuse Civil War Museum on Queen Street in downtown Kinston, NC.
THE STORY OF THE CSS NEUSE (B)
During the American Civil War, which was fought between 1861 and 1865, a new
type of warship was beginning to be used. This was the ironclad. They called them
ironclads because they were covered by iron, which protected the ship from most enemy
gunfire during battle. The Union (northern states) had many good shipyards to build
these new ships and was able to complete over one hundred of them. The Confederate
states (southern states) tried to build ironclads too, because the Secretary of the Navy,
Stephen Mallory, was impressed by them. The South did not have enough supplies to
build many of these new, powerful ships and could only finish twenty-two ironclads
during the war. One of these ships was named the CSS (Confederate States Ship) Neuse.
Construction of the Neuse began in October of 1862 near the small town of
Whitehall, NC, on the side of the Neuse River. Later, in mid-1863, the ship was moved
to Kinston to be finished. The river was deeper at Kinston. There was also a railroad
nearby to bring in the heavy iron plates, cannons, and engines for the ship. It was hard to
finish building the Neuse because there wasn’t enough iron. When completed in April
1864, the Neuse was 158 feet long. It carried two big cannons and was powered by
machinery taken from a local saw mill.
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In late April 1864, the crew of the Neuse tried to steam down the Neuse River to
New Bern to attack the Union forces there. At that time, the river was too shallow and
the ship got stuck and couldn’t get to New Bern. A month later the river was deeper
because of heavy rains, and the ship was moved back to Kinston. The Neuse remained in
Kinston from then until the end of the war. In March 1865, the war was going very badly
for the South. At that time there was a Union army marching from New Bern to Kinston.
Confederates in the city tried to stop the Union army but were beaten in the battle. With
a Union army approaching, the Neuse was in danger of being captured. The gunboat
steamed down river and tried to fight the enemy, but they were outnumbered. To keep
the enemy from capturing his ship, the captain, Joseph Price, ordered the Neuse to be set
on fire to destroy it. As the ship burned, there was an explosion on the ship, which blew
a large hole in it and sank it. The crew of the ship retreated to Goldsboro with the rest of
the Confederate forces.
The ship remained at the bottom of the Neuse River for almost one hundred years.
In 1961, people in Kinston began trying to raise the ship out of the river. It was very
difficult to do this because the ship was so big. They finally succeeded in raising it in
May of 1963. In May of 1964 the ship was moved to its new home by the river on the
Governor Caswell Memorial State Historic Site.
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1. Pilothouse-Bridge: The pilothouse, or bridge, housed the ship’s steering wheel.
From the pilothouse, the captain could steer the ship.
2. Cannons: The Neuse carried two Brooke rifled cannons, which weighed about
10,700 pounds each.
3. Storage Areas: Ammunition, tools, extra clothing and other things were stored in
these areas.
4. Officers’ quarters: These are the rooms where the ship’s officers slept.
5. Propellers: The propellers turned to push the ship forward in the water.
6. Engine Room: Two steam engines taken from a local sawmill powered the
Neuse. The steam produced in the boiler ran the engines, which turned the
propellers.
7. Coal Bunker: Coal, the ship’s fuel, was stored in this area.
8. Boiler Room: Coal was burned in the boiler to heat water and form steam. Steam
pressure ran the engines.
9. Crew’s Quarters: Where the crew slept and kept their personal belongings.
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CSS Neuse Activities
MULTIPLE CHOICE: CSS NEUSE
1. Construction began on the CSS Neuse at
A) Goldsboro B) New Bern C) Whitehall D) Kinston
2. The Secretary of the Confederate Navy was
A) Gideon Welles B) Stephen Mallory C) Joseph Price D) Edward Stanton
3. The CSS Neuse carried how many cannons
A) six B) four C) one D) two
4. The Confederate Navy finished how many ironclads during the Civil War
A) 22 B) 100 C) 38 D) 13
5. In April 1864 the CSS Neuse was ordered to assist in a Confederate attack on
A) Plymouth B) Goldsboro C) Wilmington D) New Bern
6. Efforts to get the CSS Neuse out of the river began in
A) 1897 B) 1973 C) 1961 D) 1952
7. Completion of the CSS Neuse was delayed by
A) lazy workers B) shortage of wood C) shortage of iron D) bad weather
8. During the Union attack on Kinston in March 1865 the crew of the CSS Neuse
A) steamed downstream B) burned their ship C) retreated to Goldsboro
D) all of the above
9. The CSS Neuse was how many feet long
A) 158 B) 89 C) 234 D) 172
10. The commander of the CSS Neuse in 1865 was
A) Gideon Welles B) Stephen Mallory C) Robert Hoke D) Joseph Price
KEY = C, B, D, A, D, C, C, D, A, D
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MATCHING: NORTH CAROLINA AND THE CIVIL WAR
1. CSS Albemarle ___
2. secession ___
A. President of the Confederate States
of America
3. Fort Sumter ____
4. John W. Ellis ____
B. guarded the entrance to the Cape
Fear River
5. Abraham Lincoln ____
6. conscription ____
C. “war governor” of North Carolina
7. writ of habeas corpus ____
D. Raleigh editor active in the peace
movement
8. William W. Holden ____
9. “march to the sea” ____
E. place where the first shots of the
Civil War were fired
10. Wilmington ____
11. Zebulon Vance ____
F. one of the ironclads built in NC
12. Jefferson Davis ____
G. drafting young men into the military
13. “bummers” ____
14. Fort Fisher ____
H. governor of NC at the start of the
war
15. Emancipation Proclamation ____
I. important NC seaport
J. President of the United States
KEY = F, O, E, H, J, G, K, D, L, I, C, A,
K. right of a prisoner to know the
reason for his arrest – Lincoln
suspended this right in the North
N, B, M
L. famous march by Sherman’s army
M. document issued by Lincoln freeing
the slaves in the Confederate states
N. members of Sherman’s army who
pillaged the countryside
O. withdrawal from an organization or
union
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A NATION DIVIDED, 1861-1865
1. Write the names of the states on the map.
2. Place a C on the Confederate states and a U on the Union states.
3. Name the three states considered border states.
_______________ _______________ _______________
4. What new state joined the Union in 1863? _______________
5. Label the capital of the United States and the capital of the Confederate States.
6. What was the capital of North Carolina? _______________ Label it on the map.
KEY = Confederacy – VA, NC, SC, GA, FL, TN, AL, MS, AR, LA, TX
Border states – MD, KY, MO
New state – WV
Capitals – Washington DC, Richmond, and Raleigh
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EASTERN NORTH CAROLINA DURING THE CIVIL WAR
1. The hull of the CSS Neuse was constructed near the small village of _____________.
2. _______________ was the large earthen fort which guarded the mouth of the Cape
Fear River.
3. The ironclad Albemarle assisted in recapturing the town of _______________ from
Union troops in April 1864.
4. Rebel supplies which came by ship were sent north by rail from this port: ________.
5. The CSS Neuse was moved downriver to ____________ to be outfitted with plating,
guns, and machinery.
6. This important railroad from Wilmington into Virginia was known as the “Lifeline of
the Confederacy.” ______________________________
7. The town of _______________ was burned by Union forces before they evacuated it
in early 1864.
8. This small community was the scene of a three-day battle between the forces of
Generals Johnston and Sherman. ____________________
9. An important railroad connection and supply center, this town was Sherman’s goal.
____________________
KEY
1 – Whitehall (now Seven Springs)
2 – Fort Fisher
3 – Plymouth
4 – Wilmington
5 – Kinston
6 – Wilmington and Weldon RR
7 – Washington
8 – Bentonville
9 – Goldsboro
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Glossary: words in quotation marks are from the Bacot Letters
1. shallow-draft: Draft was the depth of a ship below the waterline. A
shallow-draft vessel, such as the Neuse, was able to operate in water
impassable to larger ships.
2. casemate: The casemate was a protective covering for the gun deck.
The Neuse had a 25 inch thick casemate wall with 10 gun ports.
3. bow: The front end of the ship.
4. stern: The rear end of the ship.
5. port: When facing the bow the left is port (port is always that side of
the ship).
6. starboard: When facing the bow the right is starboard.
7. fish: Below the boat, the water around the ship.
8. Calvary: Typically refers to a soldier mounted on horseback.
9. “Neucleus” (Nucleus): A core or central part.
10. Block & “Tackles”: A system of ropes and pulleys that allow a
person to move heavy objects easily.
11. “Camels”: Are barges that are sunk beside a vessel and fixed to the
sides of the vessel. When the water is pumped out of the camels it
causes the vessel to rise.
12. “Shoals”: Are sandbars.
13. “In Status Quo”: To maintain, to remain the same.
14. “Cat Hole”: Was the docking place for the CSS Neuse.
15. “&c”: stands for and company.
16. “wharves” or “wharf”: A dock.
17. “Rectus in Curia”: Upright in court or with clean hands.
18. “Bushwack”: To fight as gorillas in the woods.
19. “Trenches”: fortifications dug into the ground to hid troops behind.
20. “recd”: short for received.
21. “propitious”: Being a good omen.
22. “Ten pin alley”: Bowling alley.
23. “Quoits”: A game like horseshoes.
24. “bereavement”: suffering the death of a loved one.
25. “Howitzers”: Type of cannon used during the Civil War.
26. “Strmr”: short for steamer.
27. Cuttless: a type of sword that sailors use.
28. “Midm”: short for midshipmen.
29. “Batteries”: groups assigned to cannons.
30. “embibed” or imbibe: to take into the mind and retain.
31. “Orthography”: the art of writing words with the proper letters
according to standard usage.
32. “Etemology” or etymology: history of a word.
33. “Syntax”: the way in which linguistic elements (as words) are put
together to form constituents (as phrases or clauses).
34. “Prosody”: the rhythmic and intonational aspect of language.
35. “Phillipics” or Philippic: A discourse.
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OTHER SUGGESTED CSS NEUSE ACTIVITIES
1. Prepare short reports on the following: Robert E. Lee, U.S. Grant, Joseph E.
Johnston, William T. Sherman, Robert F. Hoke.
2. Have students pretend they are either carpenters or sailors on the CSS Neuse, or
family members writing letters to each other. Divide the class into two groups and
exchange letters reporting their feelings, hopes, and sorrows about the war.
We do have copies of original letters (with transcriptions) that can be sent by mail or
digitally for the class to look at. This will allow them to see the difference in how
writing and use of language has changed.
3. Discuss briefly the causes of the Civil War.
4. Write down six things at your home that the men on the CSS Neuse did not have.
How did they make do without them?
5. If you were a crewman on the CSS Neuse in 1864, where would you want to sleep, in
a tent on the shore or on the ship? Why?
6. Plan a television-style news broadcast from the scene of the sinking of the CSS
Neuse. Assign students roles as reporters and historical characters.
7. Make a model of the CSS Neuse.
8. Borrow recordings of Civil War music from your local library. Discuss the various
songs and what they tell about life during the war.
9. Draw a picture of yourself working on the CSS Neuse in 1864.
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CSS Neuse Teaching Collection
Inventory
1. Cargo Hook
2. J Hook
3. Round head nail (large)
4. Square Staple
5. Threaded Bolt
6. Round head spike
7. Square head spike
8. Oar Lock
9. Cannister Shot (3 rounds)
10. Round spike head
11. Shoe Sole
12. Block
13. Brooke Fuse
14. Hand Cuffs
15. Trunnel
16. Reproduction Blocks (2-for demonstrations)
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SELECTED CIVIL WAR BIBLIOGRAPHY
Nonfiction
American Heritage. The American Heritage Picture History of the Civil War. One of the
best books of its type. Filled with maps, and black-and-white and color
illustrations.
American Heritage. Ironclads of the Civil War. A good review of the naval side of the
war. Useful for those who wish to know more about the “Monitor,” which rests
off our coast.
Barrett, John G. The Civil War in North Carolina. Comprehensive, college level account
of the topic. Notes, maps, and index.
Bright, Leslie. CSS Neuse: A Question of Iron and Time. The best available history of
the ship from construction to salvage operations in the 1960s.
Corbitt, D.L. and Elizabeth W. Wilborn. Civil War Pictures. Pictures of military leaders,
weapons, equipment, battles, and other subjects.
Dupuy, Trevor Nevitt. First Book of Civil War Land Battles. Describes the strategies,
fighting, and outcome of major land battles.
Durkin, Joseph T. Stephen Mallory: Confederate Naval Chief. Life of Stephen Mallory,
who served as Secretary of the Confederate Navy.
McPherson, James W. Battle Cry of Freedom. Thorough general history of the Civil
War. One of the most popular histories of the conflict.
Pratt, Fletcher. Civil War. Excellent description of the war and its impact on the country.
Reeder, Russell Porter. Story of the Civil War. From Fort Sumter to Appomattox,
complete study of the war. Crucial battles and outstanding military leaders, North
and South, are explained and portrayed.
Sobol, Donald J. A Civil War Sampler. Contemporary accounts and documents giving a
firsthand view of the war.
__________. Two Flags Flying. Episodic biographies of fifty important figures of the
conflict. Men, women, statesmen, soldiers, society belles, assassins, sea
marauders, and female spies.
Still, William N. Iron Afloat. Detailed history and analysis of the Confederate ironclad
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program.
Still, William N. Confederate Shipbuilding. Account of the Confederacy’s attempt to
build a navy.
Fiction
Crane, Stephen. The Red Badge of Courage. A classic late 19th century account of
soldiers’ lives in the Civil War.
Shirreffs, Gordon. Roanoke Raiders. Story of blockade runners during the Civil War.
The hero is Dave Scott, a boy who lives in North Carolina, but is pro-Union.
Wellman, Manly Wade. Ride Rebels: Adventures of the Iron Scout. Story of elaborate
intrigue and Yankee spies in Richmond society in 1864.
Biographies
There are a number of biographies on the following individuals:
Robert E. Lee, Abraham Lincoln, Ulysses S. Grant, William T. Sherman, Clara Barton,
Belle Boyd, Stonewall Jackson, and many others.
Song Books
Brown, C.A. The Story of National Ballads. Songs such as “Dixie,” “Maryland, My
Maryland,” “Battle Cry of Freedom,” “John Brown’s Body,” “Battle Hymn of
the Republic,” and others. All songs with narrative overview.
Lyons, John Henry. Stories of our American Patriotic Songs. Songs such as those
mentioned above with narrative overview and music.
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THE STORY OF RICHARD CASWELL (A)
On August 3, 1729, Richard Caswell was born in Maryland, several years after his
father moved from England to start a new life in America. In 1746, when Richard was 17
years old, his family moved to North Carolina and settled in what would eventually
become Lenoir County. Soon after his arrival in North Carolina, Richard Caswell
became a deputy to the provincial surveyor, James McIllwean. Later, Caswell married
McIllwean’s daughter Mary and they had three children. Within five years of his
appointment as deputy surveyor, Caswell became a full-fledged surveyor as well as a
lawyer. In 1757, Mary died. The following year, Caswell married Sara Herritage,
daughter of William Herritage, a prominent landowner, lawyer, and political leader.
Together, Richard and Sara Caswell had eight children.
Caswell’s political career began in 1754, when he was first elected a
representative from Johnston County to serve in the colonial assembly. When, in 1759,
Dobbs County was created from part of Johnston County, Caswell continued to serve in
the assembly as a representative for the new county. ∗ He continued to serve for almost
twenty years. During his legislative career, Caswell supported many reform measures.
These included aid to transportation, promotion of agriculture and manufacturing, an
improved judicial system, and better military defense. One of Caswell’s legislative
efforts was the introduction of a bill in 1762 to establish the town of Kingston (now
Kinston) on land owned by his father-in-law.
A longtime member of the local militia, Richard Caswell got his first combat
experience as a colonel under Governor William Tryon at the Battle of Alamance in
1771. At this battle, Tryon’s militia fought a group known as The Regulators in the
piedmont of North Carolina. The Regulators were backcountry citizens who were
dissatisfied with the corrupt practices of their local officials. Too impatient to wait for
reform, they threatened government officials and committed acts of violence. Tryon’s
troops fought them at Great Alamance Creek in a two-hour battle on May 16, 1771. The
Regulators were defeated and their movement was brought to an end.
As the outbreak of the American Revolution drew near, Richard Caswell became
more and more involved in the colonies’ move toward independence. He was a
representative to North Carolina’s First Provincial Congress in 1774 and was selected to
be a delegate to the First Continental Congress, which was to be held in Philadelphia in
the fall of the same year. Caswell’s involvement in the independence movement soon
changed his standing with Royal Governor Josiah Martin, who had previously considered
Caswell to be loyal to the British king.
During the Revolution, Caswell once again became active in the colony’s military
defense. He was placed in charge of the New Bern military district, one of six such
districts in North Carolina. Caswell also commanded the patriot troops at the Battle of
Moore’s Creek Bridge on February 26, 1776. At this battle, patriot forces defeated
∗
Dobbs County was abolished in 1791, and three counties were formed from it, including Lenoir County.
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loyalists under Colonel Donald MacDonald and prevented British forces from invading
the South. Caswell was considered a hero for his role in the battle. North Carolina’s
Fifth Provincial Congress, which met in Halifax on November 12, 1776, made Caswell
chairman of a committee to draft the state’s constitution. This constitution was approved
unanimously by the congress. Before the congress adjourned in December, it elected
Caswell to be temporary governor of the new state of North Carolina.
Richard Caswell took the oath of office in 1777 and served three consecutive oneyear terms. He was ineligible for reelection in 1780 because the state constitution limited
the governor to no more than three terms in six successive years. He returned to the
General Assembly as a representative from Dobbs County. Caswell then resumed his
military career. In the fall of 1780, he was with General Horatio Gates at the disastrous
Battle of Camden, South Carolina. British forces badly defeated the patriot army and
Gates was removed from command. Shortly after this, Caswell gave up his command
due to periodic illness and returned to civilian life. Caswell held the position of state
controller for three years, until 1783. 2 In 1784, Caswell was again elected governor,
serving three more terms. Though he was always very busy with his public life, Caswell
did find time to operate his farm, tannery, and indigo works. 3
Richard Caswell remained active in state politics throughout the remainder of his
life. Despite poor health, he was elected to serve in the state senate in 1789. He was also
a delegate to the convention that met in Fayetteville in November of that year to
reconsider ratification of the United States Constitution, but his weak health prevented
him from attending the convention. While presiding over the senate on November 5,
1789, he suffered a seizure, which left him paralyzed. He died five days later at the age
of sixty.
2
Controller is a person in charge of the finances of a business, institution, or government.
A tannery is a place where animal hides are turned into leather; indigo is a blue dye obtained from plants
and used to dye cloth.
3
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THE STORY OF RICHARD CASWELL (B)
On August 3, 1729, Richard Caswell was born in Maryland, several years after his
father had moved from England to start a new life in America. In 1746, when he was 17
years old, his family moved to North Carolina and settled in what would eventually
become Lenoir County. Soon after his arrival, Caswell became a deputy to the local
surveyor, James McIllwean. Later, he married McIllwean’s daughter Mary and they had
three children. Before long, Caswell became a full-fledged surveyor as well as a lawyer.
In 1757 Mary died. The following year he married Sara Herritage, daughter of William
Herritage, an important landowner, lawyer, and political leader. Together, Richard and
Sara Caswell had eight children.
Caswell’s career in government began in 1754, when he was elected a
representative from his county to serve in the colonial assembly. He served in the
assembly for over twenty years until he was appointed governor. During his legislative
career, Caswell supported many reform measures such as aid to transportation, promotion
of agriculture and manufacturing, an improved judicial system, and better military
defense. Caswell introduced a bill in 1762 to establish the town of Kingston (now
Kinston) on land owned by his father-in-law.
A longtime member of the local militia, Caswell got his first battle experience as
a colonel under Governor William Tryon at the Battle of Alamance. 4 At this battle,
Tryon’s militia fought against a group of people known as The Regulators in the
piedmont of North Carolina. The Regulators were rural citizens who were dissatisfied
with dishonest practices of their local officials. Too impatient to wait for reform, they
threatened government officials and committed acts of violence. Tryon’s soldiers
defeated The Regulators at Great Alamance Creek in a two-hour battle on May 16, 1771.
As the American Revolution drew near, Caswell became more involved in the
colonies’ move toward independence. In 1774, he served in North Carolina’s First
Provincial Congress, which selected him to be a member of the First Continental
Congress to meet in Philadelphia later that year. Caswell’s involvement in the
independence movement soon changed his standing with Royal Governor Josiah Martin,
who had considered Caswell to be loyal to the British king.
During the Revolution, Caswell was active in the colony’s military defense. He
was placed in charge of the New Bern military district. Caswell also commanded patriot
troops at the Battle of Moore’s Creek Bridge on February 26, 1776. At this battle, the
patriots defeated loyalist forces under Colonel Donald MacDonald, and prevented the
British from invading the South. 5 This battle made Caswell a hero. North Carolina’s
Fifth Provincial Congress met at Halifax in November 1776 and made Caswell the
chairman of a committee to write the state’s constitution. This constitution was approved
4
5
A militia is a group of citizens that receives limited military training and fights in case of an emergency.
A loyalist was someone who remained loyal to the British authority.
17
unanimously by the congress, which appointed Caswell as temporary governor of the
new state of North Carolina.
Starting in 1777, Caswell served three one-year terms in a row. He could not be
reelected in 1780 because the state constitution limited the governor to no more than
three terms in six straight years. He returned to the General Assembly as a representative
from his county. Caswell resumed his military career also. In the fall of 1780, he was
with General Horatio Gates at the Battle of Camden, South Carolina, where British forces
badly defeated the patriots. Gates was removed from command and Caswell gave up his
command due to illness. Leaving military life, Caswell was state controller until 1783.
In 1784, he was elected governor again and served three more terms. Though he was
always very busy with his public life, he found time to operate his farm, tannery, and
indigo works. 6
Richard Caswell remained active in state politics during the rest of his life.
Although in poor health, he served in the state senate in 1789. His health prevented him
from attending the convention to reconsider ratification of the United States Constitution.
While presiding over the senate on November 5, 1789, he became paralyzed by a seizure
and died five days later at the age of sixty.
6
See definitions of controller, tannery, and indigo from Section A.
18
19
20
Richard Caswell Activities
MULTIPLE CHOICE: THE LIFE OF RICHARD CASWELL
1. When Richard Caswell moved the North Carolina what job did he get?
A) store clerk B) surveyor C) farm hand D) school teacher
2. Caswell’s first military experience was at the battle of
A) Alamance B) Moore’s Creek Bridge C) Guilford Courthouse D) Camden
3. During the time Caswell was governor, the governor was elected to serve for how
many years? A) 4 B) 6 C) 3 D) 1
4. Caswell introduced a bill in the colonial assembly to set up what town?
A) New Bern B) Goldsboro C) Kingston D) Washington
5. At the Battle of Alamance, Caswell served in the militia under
A) William Tryon B) Horatio Gates C) George Washington D) Josiah Martin
6. People in western North Carolina who disliked the practices of their local officials and
fought at Alamance were
A) Tories B) Sons of Liberty C) Whigs D) Regulators
7. Richard Caswell was elected governor by which Provincial Congress?
A) First B) Fifth C) Second D) Fourth
8. Caswell gave up military command after what battle?
A) Saratoga B) Moore’s Creek Bridge C) Camden D) Alamance
9. All of the following positions in state government were held by Richard Caswell
except A) secretary of state B) controller C) governor D) senator
10. In addition to his public career, Caswell also operated what?
A) farm B) tannery C) indigo works D) all of the above
KEY = B, A, D, C, A, D, B, C, A, D
21
MATCHING: NORTH CAROLINA AND THE AMERICAN REVOLUTION
1. Whigs _____
A. Colonists who sided with England
during the American Revolution.
2. Josiah Martin _____
3. Halifax Resolves _____
B. First constitutionally elected
governor of the state of North
Carolina.
4. Stamp Act _____
5. Tories _____
C. One of North Carolina’s signers of
the Declaration of Independence.
6. Moore’s Creek Bridge _____
7. Richard Caswell _____
D. This battle stopped the first British
attempt to invade the South.
8. Donald MacDonald _____
9. William Hooper _____
E. These colonists supported
independence.
10. New Bern _____
F. Capital city of NC before the
Revolution.
G. Resolutions passed by the 4th
Provincial Congress on April 12,
1776 urging all colonies to declare
independence.
KEY = E, J, G, I, A, D, B, H, C, F
H. Commander of loyalist forces at
Moore’s Creek Bridge.
I. Law which placed a tax on
documents used by colonists.
J. Last royal governor of North
Carolina.
22
FROM COLONY TO STATE: THE OFFICE OF GOVERNOR IN NORTH CAROLINA
ROYAL GOVERNOR
EARLY NC GOVERNOR
(1776-1835)
Appointed by King of England
Served at discretion of the King
No formal requirements for office
Could convene and dissolve the
assembly at will
Could raise and maintain a militia and
declare martial law
Appointed many local officials such as
sheriffs, justices, and militia officers
MODERN NC GOVERNOR
Elected by popular vote
Elected by joint ballot of the two
houses of General Assembly
One-year term; could serve no more
than three consecutive in six years
Had to own property worth at least
1000 British pounds and be Protestant
Could not convene and dissolve
assembly at will
Commander in Chief of militia; could
call militia without assembly approval
Could veto acts of the assembly
Four-year term; can serve two
consecutive terms
Must be 30 years old, US citizen for 5
years, NC resident for 2 years
Can convene General Assembly
Commander in Chief of state military
Appoints ten secretaries of state
government departments and members
of over 300 boards, commissions, and
advisory groups
No appointment powers
Could establish courts of justice, issue
pardons, and commute punishments
Could erect counties and incorporate
towns, collect customs, duties, and
taxes, and confer titles of nobility;
Carried out all mandates of the Crown
NC capital was New Bern
No veto power
No veto power
No judicial powers
Could only make decisions with advice
and consent of Council of State
NC capital was New Bern (moved to
Raleigh in 1797)
23
Can grant pardons and commute
punishments; issue extradition warrants
and arrests
Responsible for state budget and
expenditures
NC capital is Raleigh
FROM COLONY TO STATE: THE OFFICE OF GOVERNOR IN NC
Using the chart on the powers of NC governors, answer the following questions.
1. Which of the governors listed in the chart had the most power?
2. Which of the three types of governors had the least power?
(Royal)
(Early NC)
3. Which one of the governors in the chart was required to own property before he could
hold office? (Early NC)
4. What is a veto? Which governor had the power to do it?
assembly; Royal)
5. Is there a power that all three governors have in common?
Chief of state militia)
(Power to reject acts of the
(Yes; Commander in
6. Which one of the governors was required to be of a certain religion? (Early NC;
Protestant)
7. Which of the three types of governors was required to be of a certain age? (Modern;
30)
8. Who appointed the royal governors of NC?
(King of England)
9. Which of the governors was elected by popular vote?
(Modern)
10. Where was the original capital of NC and where did it move to?
Raleigh)
24
(New Bern;
25
26
27
OTHER SUGGESTED CASWELL ACTIVITIES
1. Write brief reports on the role of the following people in the American Revolution:
Richard Caswell, Lord Cornwallis, Josiah Martin, Nathaniel Greene.
2. Discuss briefly the causes of the American Revolution.
3. Why do you think surveyors were extremely important people in the colonial period?
4. North Carolina’s early governors were given very limited powers. Discuss the
possible reasons for this.
5. Why was Richard Caswell a good choice to be the first governor of North Carolina?
6. Coordinate with a math teacher in a joint class to show students how surveyors
measure land and use geometry and trigonometry in calculation. You may be able to
have a surveyor visit the class and demonstrate his tools and techniques.
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SELECTED COLONIAL AND REVOLUTIONARY BIBLIOGRAPHY
Alexander, C.B. “The Training of Richard Caswell.” North Carolina Historical Review
(NCHR) 23 (1946): 13-31.
__________. “Richard Caswell: Versatile Leader of the Revolution.” NCHR 23 (1946):
119-141.
__________. “Richard Caswell’s Military and Later Public Service.” NCHR 23 (1946):
287-312. *
Commager, Henry Steele and Richard B. Morris, eds. The Spirit of Seventy-Six.
Personal recollections of actual participants in the American Revolution.
Crow, Jeffrey J. The Black Experience in Revolutionary North Carolina. Discussion of
slave rebelliousness, religion, toryism among blacks, and black patriots. The
appendix lists NC blacks who served in the Continental Army or militia.
__________. A Chronicle of North Carolina During the American Revolution. An
overview of major events from 1763-1789.
Ganyard, Robert L. The Emergence of North Carolina’s Revolutionary State
Government. Detailed look at the transition from royal rule to independence in
the crucial years 1774-1776, including drafting the first state constitution.
Lefler, Hugh T. and William S. Powell. Colonial North Carolina. A general history of
North Carolina during this early period of its history.
Mathews, Alice E. Society in Revolutionary North Carolina.
McDowell, Bart. The Revolutionary War. The author tells the story of our country’s
struggle for independence as he visits many of the historic sites asssociated with
that struggle.
Rankin, Hugh F. North Carolina in the American Revolution. Description of prewar
events, battles, and problems of the new state.
Watson, Alan D. Society in Colonial North Carolina. Data on customs, housing,
education, transportation, and town life.
*
More recent scholarship has called into question some of Alexander’s views; reader beware.
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Teachers Survey
Please take a few minutes to let us know how we are doing and if there are things that we
should change. Mail this survey to 2612 W. Vernon Ave., Kinston, NC 28504 or email it
to [email protected].
1) Was the information included in this packet helpful to you in the classroom?
Were you able to tie in points that students learned about while at the site?
2) What about your visit to the site did you find most helpful to the curriculum that
you must cover?
3) Are there curriculum points that were not covered that should be included in the
future? If so, please include some suggestions.
4) Would you return to our site for future field trips? Please explain.
5) If unable to take field trips in the future would you continue to utilize the staff by
having them do in school presentations?
6) When would be the best day or time of year for the following to fit in with your
curriculum? We are developing a school days event that will possibly include
candle making, writing lessons, ship building, drop spinners (spinning wool/
cotton), spinning and dying demonstrations, weapons demonstrations, period
games, tours of the gunboat, blacksmith demonstrations, and uniform talks. Many
of these could be offered for site or in school visits.
30